English Language Teachers’ Perceptions of Job Satisfaction in Online Contexts: A Study of Demands and Resources

Javadifar, Zohre; Morady Moghaddam, Mostafa

doi:10.22080/iselt.2026.31771.1193

English Language Teachers’ Perceptions of Job Satisfaction in Online Contexts: A Study of Demands and Resources

Document Type : Original Article

Authors

Shahrood University of Technology, Shahrood, Iran

10.22080/iselt.2026.31771.1193

Abstract

As online English language teaching (ELT) continues to expand globally, understanding the factors that influence teachers’ job satisfaction in digital environments remains an essential yet underexplored area. Despite the increasing reliance on online platforms, much of the existing research has primarily focused on traditional classroom settings, leaving a significant gap in insights related to online language educators’ perceptions. This study addresses this gap by exploring the key factors that impact job satisfaction among online English teachers, with an emphasis on technological, contextual, and interpersonal dimensions. Employing a qualitative research design, eight English-as-a-foreign-language (EFL) educators from diverse regions of Iran were purposively selected and interviewed using semi-structured protocols. Thematic analysis revealed three main themes: resource availability (e.g., technological support, autonomy), job demands (e.g., technical difficulties, workload), and relational aspects (e.g., student engagement, communication). Findings indicated that while teachers believed that resources and autonomy positively influenced satisfaction, technological challenges and increased demands could diminish teachers’ motivation and well-being. The study highlights the importance of providing adequate technological support, fostering a supportive online environment, and recognizing teachers’ autonomy to enhance job satisfaction. Implications for policymakers, educational institutions, and professional development programs include implementing targeted strategies to optimize online teaching conditions, thereby promoting teacher retention, improving instructional quality, and ultimately enriching student learning experiences in digital contexts.

Keywords

Main Subjects

Copyright © 2026 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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